CurriculumCurriculum
ImplementatioImplementatio
n andn and
EnrichmentEnrichment
rogue0927@yahoo.comrogue0927@yahoo.com

Objectives:
Define curriculum
Describe the curriculum
development process
Knowledge on the two
Curriculum Models
Discuss the Importance of
Curriculum

Lead Teachers in
Curriculum implementation
Discuss the Importance of
Curriculum Enrichment
Guide Teachers in
Preparing Enrichment
Curriculum

What is Curriculum?What is Curriculum?
 Hass and Parkay (1993)
refers to all “experiences that
individual learners have in a
program of education whose
purpose is achieved goals and
related objectives ….. This is
planned in terms of a framework for
theory and research on past and
present professional practice.”

What is Curriculum?
cont….
 Marsh, 1992 and Farris,
1996a framework that contains the
subjects to be taught to a
certain group of students and
how to teach them

Curriculum Development
ProcessOverview:
Curriculum de ve lo pm e nt is de fine d
as the pro ce ss o f selecting,
organizing, executingand
evaluatingthe le arning e xpe rie nce s
o n the basis o f the needs, abilities,
and interest o f le arne rs, and o n the
basis o f the nature o f the so cie ty o r
co m m unity

Curriculum Dev’t Process cont.
Curriculum de ve lo pm e nt be g ins
with a m o de l. Fro m that m o de l,
content is fo rm ulate d to m e e t the
le arne rs’ ne e ds. Base d o n the
co nte nt, spe cific instructio nal
te chniq ue s and appro ache s are
de ve lo pe d. The se are late r
translate d into actualle sso n units
o n which te ache rs base the ir daily

Curriculum Models:
 Ralph Tyler Model (1949)
o known as the “objectives,
rational, or means-end model
(Marsh, 1992) 4 Basic Principles
1. What educational purposes
should the school seek to
attain?
(Determining Learning

 4 Basic Principles, cont….
2. How can learning experiences
be
selected which are likely to be
useful
in attaining these objectives?
(Selecting and Creating
appropriate Learning
Experiences)
3. How can learning experiences
be
organized for effective
instruction?

 4 Basic Principles, cont….
4. How can the effectiveness of the
learning experiences be
evaluated?
(Evaluating the Curriculum)In summary, Tyler’s Model shows
that the following consideration
should be made:◉ The needs of the
students◉ The needs of the society
◉ The demands of the
subject/topic

These Needs are screens into…..
◉ Philosophy of
Education◉ Psychology of Learning
Ralph Tyler (1902-1994) -
believes that curriculum is a
science and an extension of
school's philosophy.

B. Kellough & Kellough Model
(1996)
This model provides additional
screens which are strategically
positioned to result in the best
learning objectives and strategies
possible in the context of a
particular school’s needs and
goals.

 Curriculum developers ask the
following questions?
o How old are the learners?
o What are the learners current
skills?o What are the learners current
level of understanding?
o What are the learners
developmental needs?

 Component of Kellough & Kellough
Model Needs
a. Needs of Students
- What competencies do the students
need to develop?
- What attitudes & value disposition do
the students need to develop?
- What would be appropriate for the
students particular developmental
ages and stages

b. Needs of Society
- What should these students learn to
help them function better in society?
- What does society expect of the
students in the long term?
- What acceptable social values can be
taught through the topics chosen?
c. Needs of the subject
- Is there adequate number of teachers
to teach the subjects?
- Is there enough resources?
- Are instructional materials available?

 Educational Philosophy
- refers to the basic principles followed
in laying down the subjects to be
included in the curriculum and how
these subjects will be taught
- refers to the theory that may be used
to guide the selection of topics and
activitiesexample:
Those who believe in behavioral theories
usually include more activities and
experiential approaches to reinforce
students knowledge and skills

 Extraneous influences
- are factors outside the school
International, national, local interest,
actions and realities
 Educational Plan
- Component basically covers the topics to be
taught & how instruction to be delivered
(Kellough & Kellough, 1996)
• Content
includes information & activities to be
covered• Instruction
refers to the teaching strategies to be use

 Educational Plan….
cont..• Scope
the depth & breadth of the educational
experience
• Sequence
the order of presentation of the learning
experience
• Evaluation & Revision
results of the plan evaluated for
continuous process

Curriculum Implementation defined
refers to the actual use of the curriculum or
syllabus. The adoption of the curriculum
refers to ones intention to use the
curriculum, be it school heads or a teacher,
but adoption does not indicate whether the
curriculum is implemented or not.

Curriculum Implementation
 Laissez-faire Approach
• a “let alone” approach, which give the
teachers absolute power to determine
what they see best to implement in the
classroom
• allows teachers to teach lessons they
believe are appropriate for their class,
and in whichever they want to teach
such lessons

Curriculum Implementation….cont…
 Authoritarian Control
• Teachers are directed by authority
through a memorandum /orders to
follow a curriculum
• The school head exercise absolute
power in directing teachers to teach
certain subjects in specified ways

Curriculum Approaches
 Fidelity of use or Fidelity of
Implementation
• a structured approach to
implementation of curriculum is
followed carefully
• allow or encourage teachers to be
creative and unique in teaching some
topics
 Adaptation to the curriculum or process
orientation (Marsh, 1992)

Enrichment Curriculum
 CORE CURRICULUM
• refers to the essential guide that
teachers use to determine the subjects
to be taught and how to teach these
subjects
• also known as the Mastery Curriculum
• refers to the knowledge and skills that
the students need to develop as part
of a standardized learning plan.

 Creating an Enrichment
Curriculum• student knowledge, skills & interest
• Teachers knowledge, skills & interest
• Aspects of the subject not often studied in
school• New development in the field
• Special knowledge of other community
members
• Topics in the mastery curriculum studied in
greater depth
• Lessons, topics and prerequisite skills and
knowledge that students have not fully
mastered

 Formulating Enrichment
Curriculum
• Will the enrichment content be
delivered as part of a regular course or
will it be organized as an elective
process?
• How much time should be allotted?
• Who will handle or teach enrichment
content besides the teachers?
• What resources will be provided to
support enrichment learning?

 Concerns in Formulating Enrichment
Curriculum
• must include curriculum enrichment
strategies
• must avoid repetition of activities
within subjects or grade levels
• have to be likely approved by parents
and other community stakeholders
• must respond to students special
needs
• must be sufficiently integrated into
mastery curriculum

Principles of Curriculum Enrichment
• Each learner is unique
• Learning is more fun when students
enjoy what they are doing
• Learning is more meaningful and
enjoyable when content and process
are learned in the context of real and
present problem• The acquisition of knowledge and skills
are enhanced when students construct
their own meaning through knowledge
and skills application

Curriculum Enrichment Model
• Type 1 Enrichment
 Enrichment Triad Model
(Joseph Rensulli and Sally Reis, 2007)
- extends the regular curriculum by
providing students a wide range of
experiences and activities in order to
introduce a variety of exciting areas of
interest

• Type 2 Enrichment
- covers activities designed for specific students
who are interested to develop skills that are
beyond what regular curriculum and Type 1
curriculum could offer
- The activities focus on thinking and feeling
skills necessary to carry out investigation.
These include:
creative thinking
Problem solving
Critical thinking
Decision making Research
skills
Affective
processes
Communication
skills
How-to-learn
skills

Implementing Type 2 Enrichment
- by supporting students who want to deal
with advanced, differentiated or remedial
content
- providing or linking them up with school or
community resources and activities that
will enable them to experience the
enrichment that they need
- for learners requiring remediation, support
might include review lesson, one-on-one
tutoring and in some cases home visits

• Type 3 Enrichment
- Students investigate real problems as
individuals or small groups
- Students become producers of
knowledge rather than consumers
Implementing Type 3 Enrichment
- They actively formulating a problem,
designing research and presenting a
product
- Providing opportunities for applying
interest, knowledge, creative ideas and
task commitment to self-selected
problems

Sample of Implementing the
“Enrichment Triad Model (TKI-MOE,
2000)Imagine a classroom of students listening to a
storyteller (Type 1). During the storytelling, a
group of students shows obvious enthusiasm
and interest and so spends an additional hour
learning storytelling techniques (Type 2).
Consequently, one student decides that she’d
like to create her own story to share at the city’s
storytelling festival (Type 3). In writing the story,
she discovers she needs more information
about her chosen topic (Type 1), and then
considers the design of a costume (Type2).

Theme: A rising tide lifts all ships…
The main focus of the Curriculum Enrichment is to apply the pedagogy
of education to total school improvement.
All students, from struggling learners to our most advanced
students do better in an atmosphere that values diversity among
fellow students, and a broad range of learning options that are
designed to promote high levels of achievement, creative
productivity, motivation, and respect for the uniqueness of each
student.